Pub Date : 2011-03-01DOI: 10.1108/03090591111120412
A. Lawless, S. Sambrook, T. Garavan, C. Valentin
Purpose – The purpose of this paper is to discuss how a discourse approach to theorising human resource development (HRD) can open a “discursive space” to challenge dominant discourses within the field; enabling a more critical discourse to emerge.Design/methodology/approach – Discusses two approaches to discourse analysis, a “practice” and a “critical” approach, and illuminates how both approaches can contribute to theorising HRD.Findings – The notion of what constitutes HRD is being constantly renegotiated both in theory and in practice. While contemporary HRD discourses are many and there is fluidity in the field a dominant discourse can be identified. The authors argue that a focus on the discourses which construct and constitute HRD need to consider both the “practice” and “the order of discourse” enabling the emergence of alternative discourses within the field.Research limitations/implications – Due to word restrictions an empirical example has not been included. However, future work will address t...
{"title":"A discourse approach to theorising HRD: opening a discursive space","authors":"A. Lawless, S. Sambrook, T. Garavan, C. Valentin","doi":"10.1108/03090591111120412","DOIUrl":"https://doi.org/10.1108/03090591111120412","url":null,"abstract":"Purpose – The purpose of this paper is to discuss how a discourse approach to theorising human resource development (HRD) can open a “discursive space” to challenge dominant discourses within the field; enabling a more critical discourse to emerge.Design/methodology/approach – Discusses two approaches to discourse analysis, a “practice” and a “critical” approach, and illuminates how both approaches can contribute to theorising HRD.Findings – The notion of what constitutes HRD is being constantly renegotiated both in theory and in practice. While contemporary HRD discourses are many and there is fluidity in the field a dominant discourse can be identified. The authors argue that a focus on the discourses which construct and constitute HRD need to consider both the “practice” and “the order of discourse” enabling the emergence of alternative discourses within the field.Research limitations/implications – Due to word restrictions an empirical example has not been included. However, future work will address t...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115985896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-03-01DOI: 10.1108/03090591111109352
G. Chivers
Purpose – The main aims of this paper are to determine the extent to which experienced traders in investment banks based in London are learning by informal methods, which methods are to the fore, and whether HRD staff are providing support for informal learning. It also seeks to find evidence that such investment banks were attempting to become learning organisations.Design/methodology/approach – Empirical research was conducted involving in‐depth semi‐structured interviews with experienced traders, line managers of traders, and HRD professionals involved in the training of traders in London based investment banks.Findings – Most of the ongoing learning conducted by traders was informal, and on‐the‐job in nature. This informal learning was ad hoc, poorly recorded, and limited in scope. Support of line managers to learning by their subordinate traders was patchy, with little accountability. HRD professionals were almost entirely concerned with organising formal training courses, and had little knowledge of...
{"title":"Supporting Informal Learning by Traders in Investment Banks.","authors":"G. Chivers","doi":"10.1108/03090591111109352","DOIUrl":"https://doi.org/10.1108/03090591111109352","url":null,"abstract":"Purpose – The main aims of this paper are to determine the extent to which experienced traders in investment banks based in London are learning by informal methods, which methods are to the fore, and whether HRD staff are providing support for informal learning. It also seeks to find evidence that such investment banks were attempting to become learning organisations.Design/methodology/approach – Empirical research was conducted involving in‐depth semi‐structured interviews with experienced traders, line managers of traders, and HRD professionals involved in the training of traders in London based investment banks.Findings – Most of the ongoing learning conducted by traders was informal, and on‐the‐job in nature. This informal learning was ad hoc, poorly recorded, and limited in scope. Support of line managers to learning by their subordinate traders was patchy, with little accountability. HRD professionals were almost entirely concerned with organising formal training courses, and had little knowledge of...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122856573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-02-07DOI: 10.3920/978-90-8686-717-2_1
S. Vellema
This book is about how to analyse the social and institutional mechanisms that enable or hinder endeavours to change the way agriculture is done and food is provided. In recent decades, agriculture and food provision have faced a series of events often labelled as ‘crises’. These have included damage due to increased pressure on natural environments, food scares related to contamination and animal diseases, public fears of genetic modification, and civil protests against the way animals are kept and treated. Since 2001, the Netherlands government has taken upon itself the vast task of initiating a selection of ‘planned’ transitions, in response to these persistent and complex problems and with the aim of achieving a sustainable society within a period of 30 years (Slingerland and Rabbinge, 2009). Sustainable agriculture is one of the selected transition areas, besides energy, mobility, and biodiversity and natural resources.
{"title":"Transformation and sustainability in agriculture: connecting practice with social theory","authors":"S. Vellema","doi":"10.3920/978-90-8686-717-2_1","DOIUrl":"https://doi.org/10.3920/978-90-8686-717-2_1","url":null,"abstract":"This book is about how to analyse the social and institutional mechanisms that enable or hinder endeavours to change the way agriculture is done and food is provided. In recent decades, agriculture and food provision have faced a series of events often labelled as ‘crises’. These have included damage due to increased pressure on natural environments, food scares related to contamination and animal diseases, public fears of genetic modification, and civil protests against the way animals are kept and treated. Since 2001, the Netherlands government has taken upon itself the vast task of initiating a selection of ‘planned’ transitions, in response to these persistent and complex problems and with the aim of achieving a sustainable society within a period of 30 years (Slingerland and Rabbinge, 2009). Sustainable agriculture is one of the selected transition areas, besides energy, mobility, and biodiversity and natural resources.","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128312606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-01-25DOI: 10.1108/03090591111095763
B. Baxter
{"title":"Making Sense of Leadership: Exploring the Five Key Roles Used by Effective Leaders","authors":"B. Baxter","doi":"10.1108/03090591111095763","DOIUrl":"https://doi.org/10.1108/03090591111095763","url":null,"abstract":"","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116310031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-01-25DOI: 10.1108/03090591111095727
A. Evers, B. Heijden, K. Kreijns, J. Gerrichhauzen
Purpose – The purpose of this paper is to report on a study that investigates the relationship between organisational factors, Teachers' Professional Development (TPD) and occupational expertise.Design/methodology/approach – A survey was administered among 152 Dutch teachers in secondary education.Findings – Analysis of the data revealed that of the organisational factors, in particular, the availability of organisational facilities contributes positively to the amount of TPD (that is, in training programmes, and social networks). Furthermore, participation in social networks appeared to have a positive influence on the development of occupational expertise.Research limitations/implications – The study is cross‐sectional (all data have been collected at one point in time), and data have been gathered in one country, i.e. The Netherlands. It would be interesting to examine the proposed model in a longitudinal study, in order to address issues of causality. More research is also needed to explore the extent...
{"title":"Organisational factors and teachers' professional development in Dutch secondary schools","authors":"A. Evers, B. Heijden, K. Kreijns, J. Gerrichhauzen","doi":"10.1108/03090591111095727","DOIUrl":"https://doi.org/10.1108/03090591111095727","url":null,"abstract":"Purpose – The purpose of this paper is to report on a study that investigates the relationship between organisational factors, Teachers' Professional Development (TPD) and occupational expertise.Design/methodology/approach – A survey was administered among 152 Dutch teachers in secondary education.Findings – Analysis of the data revealed that of the organisational factors, in particular, the availability of organisational facilities contributes positively to the amount of TPD (that is, in training programmes, and social networks). Furthermore, participation in social networks appeared to have a positive influence on the development of occupational expertise.Research limitations/implications – The study is cross‐sectional (all data have been collected at one point in time), and data have been gathered in one country, i.e. The Netherlands. It would be interesting to examine the proposed model in a longitudinal study, in order to address issues of causality. More research is also needed to explore the extent...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115429847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-01-25DOI: 10.1108/03090591111095745
Henrik Kock, Per-Erik Ellström
Purpose – The purpose of this paper is to increase understanding of the relationships among the workplace as a learning environment, strategies for competence development used by SMEs and learning outcomes. Specifically, there is a focus on a distinction between formal and integrated strategies for competence development, the conditions under which these strategies are likely to be used, and their effects in terms of individual learning outcomes.Design/methodology/approach – The study was based mainly on questionnaire data collected through a survey of 14 SMEs that had received support from the European Social Fund's Objective 3 programme. In addition, data collected through interviews and analyses of documents were used.Findings – The results indicate interactions between the strategy of competence development used by the firms (formal vs integrated) and the type of learning environment in the workplace (constraining vs enabling). The use of an integrated strategy in an enabling learning environment was the most successful combination in terms of learning outcomes, while the use of an integrated strategy in a constraining learning environment was the least successful combination.Research limitations/implications – There is a need to elaborate the theoretical and empirical basis of the distinction between formal and integrated strategies for competence development, and to study the effects of the two types of strategy, not only for individual learning outcomes, but also for effects at an organisational level.Practical implications – HRD practitioners need to question a traditional reliance on formal training, as the presented results indicate the importance of using competence development strategies that are based on an integration of formal and informal learning.Originality/value – The study indicates that the effects of competence development efforts are likely to be a function not only, nor primarily, of the training methods and strategies that are used, but also of the characteristics of the learning environment of the workplace.
{"title":"Formal and integrated strategies for competence development in SMEs","authors":"Henrik Kock, Per-Erik Ellström","doi":"10.1108/03090591111095745","DOIUrl":"https://doi.org/10.1108/03090591111095745","url":null,"abstract":"Purpose – The purpose of this paper is to increase understanding of the relationships among the workplace as a learning environment, strategies for competence development used by SMEs and learning outcomes. Specifically, there is a focus on a distinction between formal and integrated strategies for competence development, the conditions under which these strategies are likely to be used, and their effects in terms of individual learning outcomes.Design/methodology/approach – The study was based mainly on questionnaire data collected through a survey of 14 SMEs that had received support from the European Social Fund's Objective 3 programme. In addition, data collected through interviews and analyses of documents were used.Findings – The results indicate interactions between the strategy of competence development used by the firms (formal vs integrated) and the type of learning environment in the workplace (constraining vs enabling). The use of an integrated strategy in an enabling learning environment was the most successful combination in terms of learning outcomes, while the use of an integrated strategy in a constraining learning environment was the least successful combination.Research limitations/implications – There is a need to elaborate the theoretical and empirical basis of the distinction between formal and integrated strategies for competence development, and to study the effects of the two types of strategy, not only for individual learning outcomes, but also for effects at an organisational level.Practical implications – HRD practitioners need to question a traditional reliance on formal training, as the presented results indicate the importance of using competence development strategies that are based on an integration of formal and informal learning.Originality/value – The study indicates that the effects of competence development efforts are likely to be a function not only, nor primarily, of the training methods and strategies that are used, but also of the characteristics of the learning environment of the workplace.","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133468764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-01-25DOI: 10.1108/03090591111095736
A. Hassi, G. Storti
Purpose – The purpose of this paper is to provide a synthesis based on a review of the existing literature with respect to the variations in training practices and attitudes across national cultures.Design/methodology/approach – A content analysis technique was adopted with a comparative cross‐cultural management perspective as a backdrop to address the occurrence of differences in practices and attitudes across various national cultures.Findings – Most of the extant literature remains distant from providing a systematic and analytical repertoire on the subject. In efforts to bridge this gap, a synthesis of the literature has been elaborated, identifying a range of variations that have been grouped around the following categories: importance of organizational training; access to organizational training; different types of training provided to employees; actors involved in organizational training; and organizational support for training.Research limitations/implications – The heterogeneity of the literatur...
{"title":"Organizational training across cultures: variations in practices and attitudes","authors":"A. Hassi, G. Storti","doi":"10.1108/03090591111095736","DOIUrl":"https://doi.org/10.1108/03090591111095736","url":null,"abstract":"Purpose – The purpose of this paper is to provide a synthesis based on a review of the existing literature with respect to the variations in training practices and attitudes across national cultures.Design/methodology/approach – A content analysis technique was adopted with a comparative cross‐cultural management perspective as a backdrop to address the occurrence of differences in practices and attitudes across various national cultures.Findings – Most of the extant literature remains distant from providing a systematic and analytical repertoire on the subject. In efforts to bridge this gap, a synthesis of the literature has been elaborated, identifying a range of variations that have been grouped around the following categories: importance of organizational training; access to organizational training; different types of training provided to employees; actors involved in organizational training; and organizational support for training.Research limitations/implications – The heterogeneity of the literatur...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130159423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-01-25DOI: 10.1108/03090591111095772
Elaine L. Ritch
{"title":"The Oxford Handbook of Corporate Social Responsibility","authors":"Elaine L. Ritch","doi":"10.1108/03090591111095772","DOIUrl":"https://doi.org/10.1108/03090591111095772","url":null,"abstract":"","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130145331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-01-25DOI: 10.1108/03090591111095718
Jia Wang
Purpose – This study seeks to examine the managerial behavior of Chinese managers, as observed by their superiors, subordinates, and peers in a state‐owned enterprise in China. Specifically, this study aims to explore two questions. First, what managerial behaviors are perceived as being effective in the Chinese state‐owned enterprise? Second, what managerial behaviors are perceived as being least effective or ineffective in the Chinese state‐owned enterprise?Design/methodology/approach – An exploratory qualitative study was conducted using critical incident (CI) interview techniques. From 35 managers of one large state‐owned telecommunication company in Western China, 230 usable CIs were collected. In total, 31 themes were identified from the thematic analysis, of which 14 related to effective managerial behaviors and 17 related to ineffective behaviors.Findings – An effective Chinese manager is perceived as being supportive, caring, fair, engaging, self‐disciplined, unselfish, responsible, and knowledge...
{"title":"Understanding Managerial Effectiveness: A Chinese Perspective.","authors":"Jia Wang","doi":"10.1108/03090591111095718","DOIUrl":"https://doi.org/10.1108/03090591111095718","url":null,"abstract":"Purpose – This study seeks to examine the managerial behavior of Chinese managers, as observed by their superiors, subordinates, and peers in a state‐owned enterprise in China. Specifically, this study aims to explore two questions. First, what managerial behaviors are perceived as being effective in the Chinese state‐owned enterprise? Second, what managerial behaviors are perceived as being least effective or ineffective in the Chinese state‐owned enterprise?Design/methodology/approach – An exploratory qualitative study was conducted using critical incident (CI) interview techniques. From 35 managers of one large state‐owned telecommunication company in Western China, 230 usable CIs were collected. In total, 31 themes were identified from the thematic analysis, of which 14 related to effective managerial behaviors and 17 related to ineffective behaviors.Findings – An effective Chinese manager is perceived as being supportive, caring, fair, engaging, self‐disciplined, unselfish, responsible, and knowledge...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132451289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-01-25DOI: 10.1108/03090591111095754
Sewon Kim, T. Egan
Purpose – The aim of this paper is to offer potential insight regarding formal cross‐cultural mentoring organization and program development in higher education contexts and beyond, by elaborating regarding the founding and programmatic efforts of an International Student Mentor Association (ISMA) at a large university in North America.Design/methodology/approach – The research approach used was an exploratory case study. Data were collected from various secondary sources. As ex‐post factor reporting, data analysis was also based on memory and experiences recalled by the first author – one of the ISMA founding members.Findings – ISMA was distinctive in employing cross‐cultural mentoring. International, cultural components were embedded in the overall organization structure, board and team designs, paired mentor system, mentor and protege matching, training content, and multilevel mentoring activities. Organization and program flow charts were identified.Research limitations/implications – Future research ...
{"title":"Establishing a Formal Cross-Cultural Mentoring Organization and Program: A Case Study of International Student Mentor Association in a Higher Education Context.","authors":"Sewon Kim, T. Egan","doi":"10.1108/03090591111095754","DOIUrl":"https://doi.org/10.1108/03090591111095754","url":null,"abstract":"Purpose – The aim of this paper is to offer potential insight regarding formal cross‐cultural mentoring organization and program development in higher education contexts and beyond, by elaborating regarding the founding and programmatic efforts of an International Student Mentor Association (ISMA) at a large university in North America.Design/methodology/approach – The research approach used was an exploratory case study. Data were collected from various secondary sources. As ex‐post factor reporting, data analysis was also based on memory and experiences recalled by the first author – one of the ISMA founding members.Findings – ISMA was distinctive in employing cross‐cultural mentoring. International, cultural components were embedded in the overall organization structure, board and team designs, paired mentor system, mentor and protege matching, training content, and multilevel mentoring activities. Organization and program flow charts were identified.Research limitations/implications – Future research ...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131427797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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